As featured in Christian School Products eNews!

Did you know that between 1979 and 2008, the number of school-age children (children ages five to 17) who spoke a language other than English at home increased from 3.8 to 10.9 million or from 9 to 21 percent of the population in this age range, according to the National Center for Education Statistics? Did you know that 30 to 50 percent of the population has undiagnosed learning disabilities, according to The National Institute for Literacy?

Today’s English and language arts teachers are facing enormous challenges in the classroom, especially in inclusion classes containing students at a variety of readiness levels ranging from striving and struggling students to gifted and high-achieving students. Add to the mix English Language Learners (ELL), Exceptional Education (ExEd) students – not to mention the diverse cultural backgrounds, experiences and learning styles these students represent – and these challenges become increasingly more difficult to address. Inclusion and mainstreamed classes happen in all courses, but it is especially evident in language-learning classes.

Some students learn quickly, while some need more time to complete assignments. Some are very confident and love to read aloud in class, and others are shy and would rather not raise their hand. Some students learn better through group work, but some prefer to work alone. Some students speak a different language at home. Some students have learning disabilities, such as dyslexia. Given that no two students are the same, educators are left asking themselves, “How can I engage the entire classroom when each student is so different?”

The challenge is to provide positive, successful reading experiences for readers who struggle, whatever the reason may be, while challenging the avid readers in class. In order to solve the problems of such diverse learners, teaching should appeal to all learning styles. And, in my experience, I have observed and used audiobooks as a tool to bridge the gap between students with diverse learning experiences and readiness.

Esteemed reading researcher Richard Allington says studies show that the nation’s most effective teachers routinely create “multi-sourced, multi-level” curriculum plans that provide struggling readers with books they can read successfully.

In order to prepare students to be successful, lifelong readers, you need to reach students on their level. By using audiobooks in the classroom, you are giving struggling readers the chance to comprehend at the same level as their peers. Just because a student may not read at a seventh grade level, does not mean that the student does not comprehend the same as a seventh grade student. By focusing on what the students can do, like comprehend complex ideas, rather than what they can’t, such as reading on a higher grade level, you are building their confidence and engaging them.

When introducing new books and stories to students, using audio excerpts from audiobooks is an effective approach to spark students’ interest, show specific writing traits and model what good reading sounds like. Audio recordings allow teachers to share interesting texts while exposing students to different voices. They can hear men and women of all ages that are excellent readers.

With audiobooks, students hear fluent reading that emphasizes punctuation and models proper grammar. In addition, the exposure to new words above a student’s current reading level helps to broaden vocabulary.

The goal for any English class is to enable students to acquire reading, writing and thinking skills. For example, many ninth grade classes study “The Odyssey.” While the teachers are asking students questions that require critical thinking, many students are too preoccupied with decoding the text to focus on a character analysis of Odysseus.

By playing a recording of “The Odyssey” in class while students read along in the text, you are allowing the entire class to be on the same page at the same time. Struggling readers can focus on higher level reading skills like character analysis because they are not focusing on decoding the words and the sentences.

Additionally, by using audiobooks in whole-class listening activities, you are sending the message that audiobooks are for everyone, not just the “slow” readers. This method also increases the likelihood of the students using audio support in their small group work or independent reading time.

Small group work provides ample learning opportunities for students, as not only do students develop strong relationships with their peers; they are given the chance to play the role of the teacher. More advanced readers can gain confidence and improve competency by helping lower level peers. Lower level peers are given the chance to read higher level books and contribute to meaningful discussions with their peers.

One of my favorite small group activities is to set up book clubs within the class. Students can break into smaller groups based on their interests and choose a book that appeals to them. The books can be read during class time or independently, and group discussions are held during class. By participating in these structured book clubs, each student has the chance to interact with their classmates during book discussions despite any differences in reading levels. Students of varying reading levels are able to intelligently participate in discussions on the same book.

One challenge with book clubs is keeping the group on task. In every group, there will be students that not only do the assigned reading, but will read chapters ahead. There will also be students that haven’t even opened the book to begin reading. When students are unprepared for discussion or have read ahead of the assignment, unproductive group discussions can ensue.

Adding audio support into the mix can change the outcome of these reading groups. During class, have the student groups use listening stations while they follow along with the text. Students are kept on the same page at the same time, and discussion breaks will happen naturally.

Another advantage to incorporating audiobooks in the classroom is that if there isn’t enough time to complete the reading assignments during class, students can complete the assignments independently by taking home the text and audiobooks.

Audiobooks can be a great equalizer for your classroom, allowing students of all reading levels to become fully engaged in the same book. When you are selecting the next book for your classroom to read, consider choosing one with an accompanying audiobook version, and watch your entire classroom fall in love with reading.

In the last 13 years, Anne E. Cobb has worked with hundreds of school districts on curriculum mapping to reflect programs that meet students’ literacy needs in grades four through 12, and she has coached hundreds of teachers on the best practices in youth literacy instruction. Cobb is a Literacy Consultant for Dr. Janet Allen’s Plugged-in to Reading, a literacy program for middle and high schools published by Recorded Books.

Recorded Books is a leading publisher of K-12 education curriculum and the world’s largest independent producer of audiobooks. For more information, visit www.recordedbooks.com/school

Missed the workshop or want another way to connect with Plugged-in educators? Join the Plugged-in Educators Ning! We’ll be posting things from the workshop and announcing lots of webinar opportunities that will recap the most popular workshop sessions.

“For schools striving to improve students’ comprehension, vocabulary acquisition, reading and writing fluency, this new offering will effectively support an existing Plugged-in to Reading program or provide an introduction to teacher-directed instruction and peer-supported learning opportunities.  Dr. Allen created this Myths and Legends package to support middle school curriculum requiring a myths and legends unit of study.” 

Anne Cobb, Plugged-in  National Consultant.

Myths and Legends contains teacher tools for:

• The Lightning Thief by Rick Riordan (The New York Times best-seller that recently made its big screen debut)
• Cut from the Same Cloth: American Women of Myth, Legend, and Tall Tale by Robert D. San Souci
• The Exploding Toilet: Modern Urban Legends by David Holt and Bill Mooney
• Thirty-Three Multicultural Tales to Tell by Pleasant DeSpain
• Wonder Tales from Around the World by Heather Forest

To learn more, CLICK HERE.

Now, with Plugged-in to Nonfiction, you can intervene before your 4th- and 5th-grade students get left behind. This program contains lessons that teach effective strategies students can use to comprehend textbooks and other nonfiction across all content areas.

The program features:

• Authentic, high-interest nonfiction texts like Hana’s Suitcase and Rescues.
• Lessons that teach strategies such as monitoring understanding, activating background knowledge, and using specialized vocabulary.
• Audiobooks as a scaffold for fluency and pronunciation.
• The gradual release of responsibility model that takes students from whole-class instruction, to peer-supported learning, to independent learning.

For more information, please contact your local sales representative, browse the website, or check out our FAQ.

Download an audio sample of one of the Grade 4/5 Core Novels, Rescues!
Rescues! by Sandra Markle – Saving Elvis 3:31

NOTE: Audio files are hosted at and downloaded from the Recorded Books website. Right Click and choose “Save As” to download file.

We’re also giving away one copy of both the print book and CD audiobook for A Negro League Scrapbook! In this acclaimed book, New York Times best-selling author Carole Boston Weatherford compiles an enthralling summary of Negro league history that includes fascinating tidbits about prominent pitchers, hitters, utility players, teams, and traditions. Booklist says, “A lively presentation—give it credit for at least a triple” and Kirkus Reviews calls it “a thorough picture of the Negro leagues in all their sadness, pain, and glory. One doesn’t need to be a baseball fan to be fascinated.” NEW! As of February 24, we are also adding Jesse Owens: Fastest Man Alive in CD audio and print to the giveaway! The winner will receive both CD audiobooks and both print audiobooks.

To win, leave a comment below telling us your favorite classroom activity for Black History Month. See the end of the post for complete contest rules.

To download mp3 excerpts, right click and “save as.”

Jesse Owens: Fastest Man Alive
by Carole Boston Weatherford, Narrated by Kevin R. Free

A Negro League Scrapbook
by Carole Boston Weatherford, Narrated by Ezra Knight

Harriet Tubman and the Underground Railroad
by Michael Martin, Narrated by Susan Spain

The contest is now closed. Congratulations to Deborah Davila!

COMPLETE CONTEST RULES:

• Leave a comment below (be sure to enter a valid email address, or we won’t be able to contact you if you win!) sharing one of the above ideas and you’ll be entered to win.
• Contest only open to U.S. residents.
• Tweet (we’re @pluggedintoread) or blog about the contest and you can leave a second comment linking to your tweet or post—you’ll get another contest entry. Spread the word!
• Again, be sure you leave a valid email address with your comment so we can contact you. If you’re picked as a winner and we can’t contact you, the prize will got to the next winner.
• Comments will be assigned a number (first commenter is #1, second is #2, etc). Winners will be picked by random.org according to comment number.
• Drawing will be held on March 22, 2010 at 12:00PM Eastern time. Winners will be contacted by email to get mailing information.
• Winners will receive: one copy of A Negro League Scrapbook on CD audio and one copy of the hardcover print book, one copy of Jesse Owens: Fastest Man Alive on CD audio and one copy of the hardcover print book

Let us know if you use the activities in your classroom or share your favorite Plugged-in activities using these titles.

VIEW the newsletter to download excerpts and view lesson ideas!

Jan says that using classic text The Red Badge of Courage by Stephen Crane brings lively discussion about courage and character to her classroom.

“The Red Badge of Courage is a great example of realism in writing. It’s full of very powerful descriptions of war and can be an impetus to great discussions about courage and character. Crane’s combination of imagery, moral ambiguity, and one soldier’s personal journey to define courage is as relevant today as when it was written.”—Jan Ledger

Finn by Matthew Olshan, Dating Hamlet by Lisa Fiedler, and Romiette and Julio by Sharon M. Draper are all great examples of the classic connections built into PITR Level 3. These modern retellings and reimaginings of Huckleberry Finn, Hamlet, and Romeo and Juliet will introduce students to the classics in a way that is relevant to them and accessible to all students.

We will give one copy of all three titles to one commenter on this post. Leave a comment sharing one of the following to be entered (see below for complete contest rules):

• What is your favorite way to connect students to the classics?
• What classic work have you found to be most engaging and relevant to your students?
• What classic do you wish was covered in more classrooms today?

COMPLETE CONTEST RULES:

• Leave a comment below (be sure to enter a valid email address, or we won’t be able to contact you if you win!) sharing one of the above ideas and you’ll be entered to win.
• Tweet (we’re @pluggedintoread) or blog about the contest and you can leave a second comment linking to your tweet or post—you’ll get another contest entry. Spread the word!
• Again, be sure you leave a valid email address with your comment so we can contact you. If you’re picked as a winner and we can’t contact you, the prize will got to the next winner.
• Comments will be assigned a number (first commenter is #1, second is #2, etc). Winners will be picked by random.org according to comment number.
• Drawing will be held on November 2, 2009 at 12:00PM Eastern time. Winners will be contacted by email to get mailing information.

The ALA has comprehensive lists of banned and challenged books since 1990, even noting the most frequently challenged books of 1990-1999, but even their lists don’t catch all the challenges.

Though it’s a sensitive topic, it’s one that is especially important to address in some way with today’s kids. Has censorship or book challenging touched your classroom? We’d love to hear your story and learn how you dealt with the situation. Do you bring up the topic with your students? How do you deal with controversial topics in books? If you know of a book being challenged in your area, encourage your students to get involved and share stories of how a banned or challenged book changed their lives.

The following Plugged-in books have been banned or challenged in the past:
• Athletic Shorts by Chris Crutcher (ALSC Notable Recording, ALA Best of the Best Books for Young Adults, ALA Best Book for YA, ALA Quick Pick for Reluctant Readers, SLJ Best Book, SLJ Best of the Best Book, 1992 Michigan Library Association Best Young Adult Book, Nominee 1992-1993 Maine Student Book Award, Nominee 1995 Garden State Teen Book Award, Nominee 2004 Isinglass Teen Read Awards)
Plugged-in to Reading Level 3
Reasons for Ban or Challenge: homosexuality, offensive language

• Go Ask Alice by Anonymous/Beatrice Sparks (YALSA 100 Best Books (1950-2000), YALSA Popular Paperbacks for Young Adults)
Plugged-in to Nonfiction Level 3
Reasons for Ban or Challenge: drug use, offensive language, sexually explicit

• The Great Gilly Hopkins by Katherine Paterson (ALSC Notable Recording, AudioFile Earphones Award, National Book Award Winner (Young People’s Literature), Newbery Honor Book)
Plugged-in to Reading Level 1
Reasons for Ban or Challenge: blasphemy, offensive language, not suitable for age level

• The Face on the Milk Carton by Caroline B. Cooney (Colorado Blue Spruce Young Adult Book Award, Pacific Northwest Young Reader’s Choice Award, Tennessee Volunteer State Award, Indiana Young Hoosier Book Award, Iowa Children’s Choice Award, Iowa Teen Book Award, Washington Evergreen Young Adult Book Award, Colorado Blue Spruce Young Adult Book Award, Illinois Rebecca Caudill Young Readers’ Book Award)
Plugged-in to Reading Level 2
Reasons for Ban or Challenge: offensive language, sexual situations

For some additional (and very clever!) inspiration, check out this video from ALA: “I’d like to find *BLEEP*.” (Hat tip to @cathyjo for reminding me about it!) Bonus points if anyone can figure out the books he’s mouthing that get bleeped out or (a bit easier) the covers that are blurred!